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Exploring high school learners’ use of AI to find information and create content
Thesis (MEd)--Stellenbosch University, 2025.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2025
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| _version_ | 1867613935115436032 |
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| access_status_str | Open Access |
| author | Cross, Samira Ruth |
| author2 | Feldman, Jennifer |
| author_browse | Cross, Samira Ruth Feldman, Jennifer |
| author_facet | Feldman, Jennifer Cross, Samira Ruth |
| author_sort | Cross, Samira Ruth |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEd)--Stellenbosch University, 2025. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/134578 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:44:02.133Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/134578 Exploring high school learners’ use of AI to find information and create content Cross, Samira Ruth Feldman, Jennifer Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies. Artificial intelligence -- Study and teaching Artificial intelligence -- Social aspects Artificial intelligence -- Technological innovations Artificial intelligence -- Effect of technological innovations on Artificial intelligence -- Moral and ethical aspects Educational technology Information technology -- Study and teaching UCTD Thesis (MEd)--Stellenbosch University, 2025. Cross, S. R. 2025. Exploring High School Learners’ Use of AI to Find Information and Create Content. Unpublished masters thesis. Stellenbosch: Stellenbosch University [online]. Available: https://scholar.sun.ac.za/items/7fae9dec-ecd0-450b-9ba5-3fedd596d14e ENGLISH ABSTRACT: The recent emergence of generative artificial intelligence (GenAI) has impacted teaching and learning environments worldwide, yet knowledge of how learners in South African high schools engage with artificial intelligence (AI) is limited. As such, this research aimed to deepen understanding of how and to what extent learners use AI to find information and create content both within and outside their school context. To explore how South African high school learners may be engaging with AI, relevant literature on AI in education was consulted. Covering AI history, definitions, and early applications as well as examining current AI forms in educational and non-educational environments, AI literacy, and policy, this literature was used to contextualise the research. This study used semi-structured focus group discussions with learners in Grades 9 to 12 from two elite schools (a purposive sample of 42 learners in total) to gather data. These learners shared their perceptions, understanding, usage, benefits, and concerns regarding AI in their lives. Learners’ engagement with AI was analysed using the Digital and Artificial Intelligence Divides and Digital Capital as a lens. Overall, most learners demonstrated neutral-to-negative perceptions of GenAI, with an average understanding of AI tools, largely gained through social media, peers, and school environments. Unlike previous research, increased knowledge about GenAI did not necessarily lead to more positive perceptions of GenAI. Their knowledge and perceptions resulted in forms of Digital Capital which positioned them differently in relation to their ability to extract long-term benefit. ChatGPT emerged as the most used platform, although learners were aware of others. GenAI use focused on school-related tasks, mainly replacing search engines and assisting with essay structures, summaries, and explanations. Usage varied widely depending on individual attitudes, assignment demands, and the perceived importance of different subjects. Learners appreciated the time and effort saved, but their success in sustainably benefiting from AI depended on cultivating forms of Digital Capital that balanced immediate productivity gains with long-term risks. Learners worried about over-reliance on AI and losing essential skills such as critical thinking, creativity, and originality. They also feared negative academic and career consequences over time. Additional concerns involved distinguishing AI-generated content from reality, the spread of misinformation, privacy risks, resource consumption, and job automation. The study finds that high school learners are already often engaging with AI, as shaped by their educational contexts. While learners show agency and adaptability in using GenAI, their practices often balance short-term convenience with long-term educational and personal development. Without structured support, some risk developing patterns of use that may result in long-term disadvantage. Therefore, education systems must intentionally foster learners’ Digital Capital to assist learners to move from intuitive and pragmatic use toward critical, strategic, and confident engagement, ensuring that their relationships with AI enhance rather than diminish their human potential. AFRIKAANSE OPSOMMING: Geen opsomming beskikbaar nie. Masters 2025-12-15T07:50:03Z 2025-12-15T07:50:03Z 2025-12 Thesis https://scholar.sun.ac.za/handle/10019.1/134578 en_ZA Stellenbosch University 205 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Artificial intelligence -- Study and teaching Artificial intelligence -- Social aspects Artificial intelligence -- Technological innovations Artificial intelligence -- Effect of technological innovations on Artificial intelligence -- Moral and ethical aspects Educational technology Information technology -- Study and teaching UCTD Cross, Samira Ruth Exploring high school learners’ use of AI to find information and create content |
| title | Exploring high school learners’ use of AI to find information and create content |
| title_full | Exploring high school learners’ use of AI to find information and create content |
| title_fullStr | Exploring high school learners’ use of AI to find information and create content |
| title_full_unstemmed | Exploring high school learners’ use of AI to find information and create content |
| title_short | Exploring high school learners’ use of AI to find information and create content |
| title_sort | exploring high school learners use of ai to find information and create content |
| topic | Artificial intelligence -- Study and teaching Artificial intelligence -- Social aspects Artificial intelligence -- Technological innovations Artificial intelligence -- Effect of technological innovations on Artificial intelligence -- Moral and ethical aspects Educational technology Information technology -- Study and teaching UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/134578 |
| work_keys_str_mv | AT crosssamiraruth exploringhighschoollearnersuseofaitofindinformationandcreatecontent |